Compare Burges High School with Irvin High School

Burges High School earned a State accountability rating of B (80-89) based on three domains: student achievement, school progress and closing the gaps. Scores are scaled from 0 to 100 to align with letter grades. The school scored 86 in student achievement, 91 in school progress and 74 in closing performance gaps. It scored 86 overall in post-secondary readiness, a broad term that refers to student preparedness to undertake multiple pathways after graduation, or specifically, their preparedness for college education.

On the other hand, Irvin High School also earned a State accountability rating of B. The school posted 73 in student achievement, 87 in school progress, 72 in closing performance gaps and 83 overall in post-secondary readiness.

A distinction designation acknowledges districts and campuses for outstanding achievement based on the outcomes of several performance indicators. Distinction designations are awarded for achievement in several areas and are based on performance relative to a group of campuses of similar type, size, grade span, and student demographics.

Burges High School's three out of seven distinctions are in Reading/English Language Arts (ELA), Social Studies and post-secondary. Irvin High School did not earn any distinction.

Based on Racial/Ethnic Groups, the dominant group in Burges High School is Hispanics who make up nearly 90.52% of student population, followed by Whites or Caucasians (4.34%), African Americans (2.83%), Two or More Races (1.51%), Asians (0.46%) and Native Americans (0.07%).

At Irvin High School, Hispanics make up 91.12% of student population, followed by Whites or Caucasians (3.85%), African Americans (3.30%), Two or More Races (0.92%), Asians (0.37%) and Native Americans (0.18%).

Based on household incomes, the Burges High School’s economically disadvantaged students is significantly lower at 78.21% compared to 90.20% at Irvin High School.

In terms of Limited English Proficiency (LEP), a term used in the United States that refers to a person who is not fluent in the English Language, mainly because it is not their native language, Burges High School has a significantly higher number of English Language Learners comprising 28.44% of its student population compared to 31.04% at Irvin High School.

Burges High School’s bilingual students comprise 25.15%, gifted and talented students, 14.22%, while 9.15% are in the special education program. Irvin High School bilingual students comprise 24.73%, gifted and talented students, 6.41%, and 15.75% are in the special education program.

Burges High School's 97 teachers have been working at the campus for an average of 12.1 years with individual teaching experience averaging nearly 14.5 years. Irvin High School's 81 teachers have been working at the campus for an average of 12.9 years with individual teaching experience averaging close to 14.3 years.

Of its teaching staff, Burges High School has five teachers serving the school for over 30 years, has 23 teachers serving the school for 20-30 years, 27 teachers have worked for 11-20 years, 22 teachers have worked for 6-10 years, while 17 teachers have been serving the school for over 1-5 years, including three beginning teachers. Irvin High School has four teachers serving the school for over 30 years, has 13 teachers serving the school for 20-30 years, 33 teachers have worked for 11-20 years, 17 teachers have worked for 6-10 years, while 13 teachers have been serving the school for over 1-5 years, including two beginning teachers.

In both schools, male teachers outnumber the female teachers. Burges High School employs 43 male teachers and 53 female teachers. Of its teaching staff, ten special education teachers are being assisted by eight teachers aides or paraprofessionals. The school also employs four staff members in the school administration department and 15 more working as school support staff.

On the other hand, Irvin High School employs 38 male teachers and 42 female teachers. Of its teaching staff, five special education teachers are being assisted by eight teachers aides or paraprofessionals. The school also employs six staff members in the school administration department and ten more working as school support staff.